Unit 1 Cache Level 3 in Childcare and Education

E1/E2 – Three different types of settings which provide care and education for children in the Birmingham area Primary School A primary school is a statutory sector which is funded by the government through payment of taxes. By law, this service must be made available to young children in the UK. The targeted age of children that attend Primary school ranges from 5 to 11 years of age. A Primary school is a structured environment which helps support young children to develop and perfect basic skills needed in life; some of which are: reading, writing, and social skills.Primary School starts at 9am and ends at 3:30pm depending on a breakfast or after school clubs. Like any other organization, there is an organizational structure by which each school must have. Within a Primary School, one will find a Head Teacher, Class Teachers, Dinner Ladies, Care Takers, Cleaners, Cooks, a Chef and also Teacher Assistants whom help to keep order and maintain a class room in a Teacher’s absence. Teachers within a Primary School are obligated by law to teach from the National Curriculum which is distributed to every Primary School. The ratio of teachers to children is twenty-eight to thirty.A primary school also helps support parents and families, for example; while the parents are at work their child and/or children are at school in a safe environment whilst gaining an education parents can work and provide a better quality of life for their families. Play group A play group is a voluntary sector. A voluntary sector is a service provided by organisations such as charities where some or all of their funding come from donations the practitioners here often give their time freely but must be trained to level 3 in childcare and education or working towards it.The age range of children in a play group is two to three years old and children have to be dry throughout the day (being potty trained). Play groups are free and are two hours a day twice a week and can be done anytime throughout the day. Staffs at play groups are voluntary. All the staff at a playgroup is trained to a Level 3 in Childcare and Education and is required to have a Criminal Record Bureau Check. With the play groups, parents have to stay and allowed to help but must have a Criminal Record Bureau Check also.This setting supports families in the community if they are feeling isolated mums can socialise and chat about problems that other mums may be experiencing too. A variety of activities are done in a play group (e. g. painting, story time, colouring time) helping children with their social skills which helps them in moving into educational nursery at 3 to 4 years old. Play groups are supportive for parents because they help Moms and Dads to share problems with other people with rather similar or same experiences, have a cup of tea or just talk with other parents.Private Day Nursery A private day nursery is a private sector which is a profit making service. A private day nurse ry opens from 7am and closes at about 6:30pm parents pay a weekly or monthly fee. The age range of children in a private day nursery is three months to five years old. The staff at a private day nursery â€Å"Nursery Officers† has to be trained in Level 3 Childcare and Education. Children within a private day nursery are split into four different age ranges.Three months to five months are in Baby Room where there is allowed one staff member to three babies. Twelve months to twenty-four months are in Toddle Room, two to three years old are in Tweenies and three to five years old are in Pre-School. A private day nursery help supports parents because it is more family orientated and the setting is very much like what parents do at home with their child or children (e. g. caring, bottle feeding, changing nappies).A private nursery also supports professional parents who can afford to pay to take their child to a day nursery and don’t have to give up their work (e. g. doctor s, entrepreneurs, nurses) to start a young family. E3- Describe the main legislation in your country that supports the rights of children. There are four main Legislation that deal with children’s welfare within the Birmingham City that supports the rights of children and these Legislations are: Children Act 1989- (Partnership with parents is crucial)The Children Act 1989 introduced â€Å"parental responsibility† not just parental rights so therefore statutory services like schools and nurseries must include â€Å"Partnership with Parents† Within my setting and by the Children Act 1989 that came in to force in England and Wales in 1991 it is important for the practitioner to be in partnership with parents. This is to ensure that the needs, interest and decisions of the child comes first and are being met. Also, it is by law that parents be responsible and knows everything about their child when they are away from them or home.This can be done by having a two way relationship with parents for example parent’s evenings, this is when staff discusses children’s progress open days so parents can come in be welcomed and look around their child’s school or nursery. There can be coffee mornings, sharing information or just giving feedback to parents when they pick their child up from school at the end of the day. The welfare of the child is paramount and that is why partnership with parents is crucial.Many schools and nurseries also have bi-lingual staff for children who do not speak English fluently so that the parents are fully aware of what is going on in a school at all times this helps to meet the Equal Opportunity policy of the setting. Children Act 2004- (Stay Safe) The five outcomes of Every Child Matters are the central focus of the Children Act 2004. This Act is the amendment of the Children Act 1989 which came about because of the death of Victoria Climbie who was tortured and murdered in 2000 by her great Aunt and even though lots of professionals dealt with the case it still led to her death.The Lord Laming Inquiry made changes in schools because he felt that organisations were not working together to support young venerable children in the setting. The Children Act 2004 was made to ensure that services for children and young people worked together to make sure children are safe and their well-being is adhere to. For example one of the outcomes is â€Å"Stay Safe† in Every Child Matters and is of utmost importance. Within my setting as a practitioner you are to make sure that children within the setting are safe by following the Health and Safety policies.For example, knowing what allergies as a practitioner that a children or children may have within your setting or making sure that the right person â€Å"Parental Responsibility† picks them up from school at the end of the day. Childcare Act 2006- (Local authorities must improve the outcomes for all children under (5) five. Th ey must take the lead role to meet the needs of working parents, in particular those on low incomes and disabled children). The Childcare Act 2006 came into force from Autumn 2007. The main part of this Act is the establishment of the Commission for Equality and Human Rights.The (EYFS) Early Years Foundation Stage came out of the Childcare Act 2006. The main reasons why the Childcare Act 2006 came into force were: To ensure that local authorities improve the outcomes for children and young people under (5) five years and this must be available despite the area in which they live. This affected the curriculum taking into account children’s rights and backgrounds for example the EYFS is taken into account and reformed simplified children and early year’s regulations farceur to reduce bureaucracy and focus on raising equality.Schools made sure children were heard their cultures celebrated for example displays were bi-lingual Sure Start centres supported families that were in deprived areas whilst mum was in the setting learning English for example a child could go to the playgroup at the same time. If a mum could learn English she could gain employment and this seemed to be the idea to help and support the whole family. The UN Convention on the Rights of the Child – (Enough Food and clean water for their needs) UN Convention on the Rights of the Child 1991The United Nations Convention on the Rights of the Child grants all children and young people (aged 17 and under) a complete set of rights. This legislation was authorized on the 16th December 1991 and it came into force in the UK on 15 January 1992. This legislation ensures that the children and young people’s rights are upheld, giving them the rights to: protection and assistance, access to educational and health services, to develop their personalities and abilities to their fullest potential, live in a happy environment with love and care and understand their rights.This helps pre vent children from being miss treated, abused and neglected from their basic needs and rights, therefore providing them with the support and opportunities that each child/young person should rightfully have. Article 28 â€Å"A child’s right to education with access to equal opportunities. † So as with other children’s laws, schools must take into account culture, different religions, and language barriers so that all children regardless of their ability can be fully included in their setting. http://www. dcsf. gov. uk/everychildmatters/strategy/strategyandgovernance/uncrc/unitednationsconventionontherightsofthechild/ (accessed on)E4- Describe the recognise principles and values that underpin working with children. Two recognised principles and values that underpin working with children are: The CACHE Statements of values to reflect the early year’s sector’s standards of conduct. The CACHE values are important as they represent the professional way of how professionals and practitioner should work with children, young people and their families. A CACHE value that underpins working with children is, ‘Honour the confidentiality of information relating to the child and their family, unless its disclosure is required by law or is in the best interest of the child. It is by law that the practitioner and professionals follow and sign the Data Protection Act 1998. This is to ensure the protection of personal information and the information stored on a person must not be given out without that person saying so. Also, nor should it be kept for longer than necessary. Whatever is said within a setting stays in a setting in doing so, practitioners must be aware of the information you give out too. For example all documents are kept under lock and key in the staff office and only looked at on a â€Å"need to know† basis for example in a case where a child is at risk of abuse.Keeping the child’s information confidential is to ensure the safety of that child but also, some information for the child must be given to ensure the child’s health is not at risk for example, if that child has an allergy to certain foods or is an asthmatic this information needs to be shared with staff that deal with that child so they can support the child if they have an attack. Early Years Foundation Stage (EYFS) – ‘A Unique Child’ As a practitioner it is your duty and responsibility to treat each all children in the setting as individuals therefore a ‘Unique Child’.Children are all different and have different religions, backgrounds, race, and personalities and celebrate different events. The diversity of persons and communities is highly valued and respected. Neither child nor family should be discriminated against. Within many settings there are children who have Special Educational Needs (SEN) and English as an Additional Language (EAL). It is then there when you as a practitio ner to ensure that Equality and Diversity is shown. Throughout the setting and ensure that children regardless of ability enjoy a full educational life which will help them take part in society and develop as an individual.You as a practitioner must also encourage children to recognise their own unique qualities and their characteristics and share them with others. In return, this can help the setting and the children within the setting understand and accept the differences of others and respect them. Also within the schools they are to ensure that children’s needs are being met, by bringing in other professionals to help with the child. Within my setting, a speech and language therapist came in to work with one of the children within my setting because the child has dyspraxia and in doing so she comes every other week.Being the student practitioner the placement supervisor in my setting let me set one day and observe and learn about what she does with the child so that when she isn’t there I can help and work with her that the child to help them with Specific Mind imperilment, Building Language Develop and Speech Work with Vowels Sounds, using big mouth pictures and other activities. E5- (throughout) E6 – Describe three (3) professional skills that will support your work with children. Member of a team Practitioners must work as a member of a team. Practitioners who work well together make it happy, organised and easy going.Where team members work together well it is important to ensure that the individuality of children’s needs is being met. Practitioners know the procedure and routines that are to be done within the setting for example, if a staff member is ill or just feeling very poorly, other staff can easily fill in or cover for her knowing the procedures to be taken place. As a practitioner being an effective member of a team is important to make it easy going, share knowledge and information but not only that, but to show a nd set an example to children of working as a team and making a positive contribution to your setting as good role models.Communication Skills There are three types of communication verbal non-verbal and written. Practitioners speak to parents with respect no use of jargon or rudeness they may not know childcare as detailed as staff members. If there is any kind of language barriers then an interpreter will be supporting the parent as everyone must be included within the setting. Also, nonverbal communication is gestures for example a smile to greet a parent or child in the morning is important as is the Dress code wearing a uniform to look professional gives a good impression to everyone.Written communication will be in the forms of letters again these should be bi-lingual and represent all the children’s languages that attend the setting. Communication skills are also relevant to ensure that the children’s safety and security are maintained within their homes and at school. Having the skill to put the child’s needs first It is important that a child’s needs are recognised and prioritised early. Practitioners should be able to empathise with the child in order for the situation to be resolved as it provides understanding and recognition of individual needs of a child.If a child had a new baby in their family for example and their behaviour changed this could be resolved in the setting if the practitioner used play, in the role play area the child could play with the baby dolls discuss their feelings one to one with the practitioner and the practitioner could encourage the parents to help the child by asking the child to help with changing baby for example to make the child feel important and raise their self-esteem. Also an ethical issue which should be abided with at all times when working with children is confidentiality.Staff should never gossip about children in front of others information should be kept under â€Å"lock and k ey† in the setting and only available to staff on a â€Å"Need to know† basis for example if there was a concern over a child in the practitioners care. Children have many different backgrounds therefore to feel their needs are first the setting should welcome their culture, background and religion and celebrate it. A child who has their background in the setting e. g. Cultural Displays or books that are bi-lingual for children for whom English is an additional language will feel very much valued by the practitioners in the setting.Interpersonal Skills As a practitioner interpersonal skills is an everyday life skill that we are to use to interact with parents, other practitioners and other professionals. This skill not only includes communicating, but also helps with our self-confidence and the ability to listen and understand. Problem solving, making decisions and personal stress management are also deliberated as interpersonal skills. Being aware of your interpersonal skills can help you improve and develop being more perceived as calm, confident and charismatic. These qualities are often appealing to others.E7- Three Study Skills that can support you’re learning during training. Time Management As a practitioner it is essential to have good time management skills. In order to be punctual, be a positive role model, meet assignment deadlines, and prepare for an exam or to plan, one must have good time management skills. Developing time management skills is a journey and needs practice and guidance along the way. Time management skills help student practitioners to become aware of how they use their time wisely for example in organizing, prioritizing and succeeding in their studies.In the setting for example the staff need the trainee students to arrive on time so that they can set them routines or prepare the setting for the children to arrive this gives a good impression to parents, children and colleagues. Research Skills While on placem ent as a student or practitioner, it is important to have good research skills. In order to do so, you must be able to find good solution or sources needed to find any relevant information. Some sources of information are internet websites, leaflets and journals, libraries, magazines and newspapers, books and museums.By looking at these forms of information the trainee practitioner can then find out current information on childcare issues especially for assignments. Learning Styles As a practitioner and student, it is important to know that everyone processes information differently and learns individually too. It is important that you notice the way in which you learn and study. These traits are referred to as learning styles. Knowing your learning style can support you when revising or learning for tests. There are three types of learning tyles often used or talked about which are: †¢Auditory – learn by listening. †¢Kinaesthetic- learns by moving or doing †¢V isual- learns by watching As kinaesthetic learner, I process information and knowledge easily by physical sensations and communicate using body languages and gestures. I like to show people how to do something than telling them and enjoys feeling and touching things. D1 – Explain why the practitioner should develop and maintain appropriate relationships with parents and other professionals.As a practitioner maintaining appropriate relationships with parents, students and other professionals is important. One of the most relevant skills is learning how to stay professional while being friendly. Children Maintaining appropriate relationships with children is crucial often practitioners will get down to a child’s level have eye contact and are approachable. The practitioner needs to build up a close bond with the child but not take over or try to be a parent. The reasons practitioners build a relationship are to build trust and raise a child’s confidence.It is impo rtant to bond with a child so they can discuss anything that is bothering them e. g. not being able to complete work or worrying about a home situation. If the practitioner knows the child is falling behind in their work they can get support from other professionals if needs be such as a child psychologist to ensure that the child reaches their full potential. Ultimately a child needs to be happy in their setting and want to be there so the practitioner should be caring and supportive at all times. Parents Having appropriate relationships with parents is very important.The term ‘friendly but not friends’, is often used when having professional relationships with parents. â€Å"Partnership with parents† is crucial and that is why appropriate relationships are needed to meet the Every Child Matters outcomes/Children Act 2004 by law. Practitioners need to include parents so if they are worried they can discuss issues with the practitioner parents need to feel practi tioners consider their needs for example if parents wish their child to be vegetarian due to religious views the setting must make sure this is in place.Trust is important so staff follows the confidentiality policy and signs this when they start at the setting, if staff â€Å"gossip† about parents then trust would not be formed and parents would not share vital information with the practitioners. Often there are coffee mornings open days and parents at the setting who come in to support the children all must have a CRB. Other Professionals Having an appropriate relationship with other professionals is not only by law of the Children Act 2004, but to help the practitioner ensure of the safety policies for children within the setting.There are many other professionals that help to ensure that children reach their full potential which are translators, speech therapist, psychologist and much more as practitioners are not trained in every area of childcare. Other practitioners co me with a range of skills to support children with differing needs they often share skills and knowledge and are able with meetings to discuss and plan for a child with special needs not only with students but with other professionals. Tassoni etal ( 2007 pg. 1) â€Å" â€Å"With many services coming together in a multi-agency approach, it is essential that everyone working with children and their families communicates well and understands their roles and responsibilities. † Respect should be part of this relationship as both the other professional and the practitioner need to work well to meet the needs of the child. The child needs support to be fully included in a setting and their parents are supported to in a â€Å"multi-professional† approach to care.For parents and children to get the best resources and support for aids in the home benefits, or activities within the setting the relationship between the practitioners must be excellent. For example if the practit ioner is supported this will give them job satisfaction knowing they can support a child. D2 – Discuss the characteristics of working in a multi-agency team. The term ‘multi-agency’ is when if a child who attends the setting has a disability they may need support this could be numerous professionals may be involved in the supporting of children and their families.With this type of approach used as support for children and their families, there are lots of benefits. Multi agency meets the needs of and supports individual children to be fully included in their nursery or school work or to support a parent in a stressful family circumstance. Many parents may feel isolated with a child who has special needs. Tassoni etal ( 2007 pg 11) â€Å" In practice, this may mean that parents may be able to leave their children in a nursery while in the same building or nearby they attend a parenting class or take a younger baby to the health clinic. In the setting a parent can have specialist training such as learning English as an additional language while their child is at the setting in the playgroup this then gives parents the chance to seek employment with their new skills. The ‘multi-agency approach’ having another professional is useful to the practitioner in helping children reach their full potential. For example if a speech and language therapist came into the setting they would support a child and the practitioner could pick up ideas to support the child within the setting.It also helps professionals and practitioners are aware of each other’s role, in supporting families giving job satisfaction communication is important by getting regular meetings or phoning parents to attend this would help support everyone. B – Explain why it is important that practitioners understand the limits and boundaries of their role when working with young children. Two reasons why it is important that practitioners understand the limits and boundaries of their role when working with young children are: Follow Policies and ProceduresWithin my setting practitioners should follow policies and procedures to ensure the safety or children because children are vulnerable and their safety is mandatory and conforming to legislation. Not only is it law to ensure the safety of the children but of the staff as well. To ensure the safety of children the â€Å"Every Child Matters† outcomes are also necessary to ensure a child’s safety. Some Policies and Procedure that the setting should follow are; †¢Health and Safety Policy †¢Equal Opportunities Policy †¢Safeguarding PoliciesTo ensure Health and Safety within my setting, at my placement, if a child has bumped their head, the practitioner goes directly and attends to the head bump, apply a cold compress to the head bump, write the accident into the medical or accident book, send a letter home to parents letting them know that their child has had a he ad bump today and tell the child’s parent to observe the child closely for 48 hours to see if the head bump has changed or worsen. Also if the bump is serious the child must be taken to casualty immediately by a designated staff member.Also, to ensure equal opportunity in my setting and at my placement, a practitioner should not treat children like they are all the same. They should treat children as a â€Å"unique child† and individuals. Therefore the setting will support children regardless of their background ability or culture and celebrate Diversity in displays in activities for example if there is a language barrier an interpreter would be needed for the child to translate no child should be disadvantaged because of their language. Conforming to Legislation Every setting should follow all childcare legislation including policies and procedures.When every member of staff starts at the setting they need to be made aware of the codes of practice. Within the setting, there is a code of practice that is a document with professional standards that the employee should meet which are: †¢keeping confidentiality †¢Dress code †¢arriving on time †¢Health and safety e. g. washing hands –being a good role model. When I started at my setting, I had to find out about a number of policies and procedure like health and safety, equal opportunities, and safe guarding so I knew what I had to do if anything happened.At my placement, to ensure safe guarding, if anything has happened to the child that is deemed the child is at risk, the safe guarding person should be contacted immediately. Also, for persons coming within my setting to work with children they should have a CRB Check, doors codes and most importantly practitioners should know who picks a child up at the end of the day for example who has â€Å"Parental Responsibility† Children Act 1989 /2004. Schools should know which parent has parental rights or parental responsib ility to ensure the child’s safety.If someone else is picking up a child the parents must inform the setting of this and state who is coming and they have a code to collect the child. This is part of safeguarding the child and makes sure no child is put at risk. Tassoni etal (2007 pg 100) â€Å"Every setting will have a child protection policy. You will need to find out whether you need to wear a badge, how to sign in and also in what situations you may work with children. † C – Explain why the early year’s practitioner should listen to children’s views and value their opinions. Self EsteemOnce a child has established what they think they are like, they then consider whether they are happy with the result. Having a high self-esteem is being happy about your where as having a low self-esteem one can feel as if they are not measuring up. As a practitioner you should always encourage and promote high self-esteem. Ways in which you can do so are by giv ing a child one to one help, praising them and most importantly listening to a child who isn’t happy and also, take time to support them. We can also do this by taking a child into another room, using a persona doll or just doing special activities with everyone in the class.Trust Children and young people must feel as if they can trust you as a practitioner. For young people, trust means knowing that someone believes you and is also approachable. As a practitioner children often need to build a close bonding relationship with you so the child can express their feelings and concerns with you so that the practitioner can help to or make them feel better. Culture It is relevant that not only are a child’s needs are met, but that their customs and wishes are fit of the parents. As a practitioner you are to be aware of that all children come from different backgrounds.The celebrating of different religions and events from different backgrounds should be celebrated within y our setting to promote equality and diversity. As a result, children will have different views and opinions and needs within the setting for example, in a Muslim’s religion, they don’t eat pork. As a practitioner you will need to make sure that they don’t eat pork but offer an alternative menu. Involving a child’s culture or religion within the setting with doing certain activities a child will feel the practitioner valuing their parent’s culture or religion and they will feel valued too because of this. Child ProtectionWithin every setting there is a child protection policy. As a practitioner it is relevant to be aware of how to keep children within the setting safe. By law (Children Act 1989) practitioners should work with partnership with other professionals and parents to keep children safe and ensure that they achieve their full potential. In keeping child safe, you would have to keep them from abuse. Children within the setting often tell pra ctitioners things that may raise concerns and you may have to relate it back to the Safe-guarding officer at the school but to ensure that you keep the children aware of what is going on.As a practitioner you are not allowed at some setting to be alone in a setting with a child for not only are you protecting the child, but you are protecting yourself as well. Some ways in which we can protect children within the setting are: * Having visitors sign in and out of the setting * Avoid physical contact with children * Looking around the placement before break time for any dangers within the setting * Knowing who picks up the child at the end of the day.

The College Admission Personal Essay Samples Chronicles

The College Admission Personal Essay Samples Chronicles On the flip side, a terrific essay or private statement will allow you to stand out and boost your odds of getting admitted, even if other components of your application aren't stellar. Personal statements are simply that personal! The personal statement is your opportunity to stand out as a person. It is not a confessional booth. There's no sure-fire topic that will keep you from writing a terrible essay. At some time, you will possibly will need to rewrite the entire essay. Despite the fact that it's annoying, starting over is sometimes the very best approach to find an essay that you're really pleased with. Essays, generally, covers different topics. An essay involve lots of thinking and self-analysis. Personal essays, however, provide you with more freedom in comparison to the other kinds of essays. Nothing beats a distinctive and personalized essay. Basically, the reader needs to be left feeling like they have a better comprehension of who you are as an artist. Opting to write about the death or illness of a relative or pet, a close call in a vehicle, or an account of the huge game may make it simpler for you to conjure up and establish the emotions you would like to express, but you should be careful. The function of the essays is to express your own personal capabilities, character traits, ideas and ideas, which will force you to look different from several other applicants and present you as a creative, committed and intelligent individual. You have to use your subject to reveal something deeper about yourself. What Everybody Dislikes About College Admission Personal Essay Samples and Why If you're applying to multiple art schools, it might be tempting to use the identical application or private essay. By the way, it isn't expected that you own a research topic solidly chosen, but you ought to have a notion of what you would like to study. You should find the correct resources for your essay along with patience when finding the correct inspiration to write. An effective application essay is developed on deeds as opposed to thoughts. Creativity is definitely valued here. Share what you consider the topic. The ones which are bad can sabotage your probability for success. Keeping your writing personal and true only increases the passion, something which admissions teams often start looking for in an art student. How well you write is critical to your success. You need to determine key points and pay a great deal of attention on the information that you need to present. If you wish to acquire a jump on writing, you may attempt to confirm with the school (or the Common App) in the event the essay questions will be exactly like the prior year's. Normally, personal essays are connected with scholarship applications, examination questions, and several other that would ask you to present your response to a particular guide question or debatable matter. If you're asking for a BSN program your written statement may be known as a personal statement rather than an essay. Almost all of examples are posted as a member of writing guides published on the internet by educational institutions. The College Admission Personal Essay Samples Chronicles For example, if there's a word count or specific length mentioned for the essay, be certain to stay with it. You may finish your essay with a suitable citation or just a joke, something which characterizes you in general, something you are going to be remembered for. If a person is writing the work for a college boa rd, for instance, then the tone ought to be somewhat professional and academic, despite the fact that the language still should show who the writer is. To accomplish this, keep away from the impulse to use fancy-sounding synonyms if you don't really understand what they mean. You could also use the introduction to supply the reader a fundamental roadmap so they can understand the way your statement is designed to flow. You could also attempt something which alters how the narrative is presented, in the event the opportunity is within the bounds of your assignment. The personal statement is your very best opportunity to showcase your writing, so spend the opportunity to craft a piece you're really pleased with. With the assistance of ready personal essay examples it's possible to receive a crystal clear picture of the structure, interesting elements and plot twists, which might greatly enhance the caliber of your essay. The Chronicles of College Admission Personal Essay Samples Recall unpleasant moments which you find very beneficial for your private development. Consider the scene you're going to write down. You're on the right path.

Anne Moody s Coming Of Age Essay - 1826 Words

HIST278 Essay One - Joseph Malthus, 42863655 Anne Moody’s Coming of Age in Mississippi is a story of a black girl growing up in the American Deep South during the development of the Civil Rights Movement. Moody notices the racism that envelops her life and attempts to understand why it exists, despite the absence of reasonable grounding. Suffocating under the restrictions and fear caused by systematic racism, she ultimately decides to become an activist, and takes an active role in demanding equality and a better life for Black Americans. Moody’s childhood was riddled with incidents where white people imposed their ‘superiority’ and control over her and other blacks. She sought to understand why American society was structured this way. Moody first begins thinking about this after she is forced away from her friends in a segregated cinema. While her friends were allowed to sit in the main atrium to watch the film, Moody and her family were forced to use a separate entrance and sit behind them on a balcony. Moody noticed that her friends’ whiteness meant they were treated better, but at her age she could not understand why their skin tone made them ‘better’ than her: why their â€Å"whiteness provided them with a pass to downstairs in that nice section and [her] blackness sent [her] to the balcony†.1 She became determined to discover what made whites more deserving of better homes and schools compared to those which blacks were consigned to. Moody did not see skin tone as aShow MoreRelatedAnne Moody s Coming Of Age1189 Words   |  5 PagesAnne Moody is the author of Coming of Age in Mississippi which was originally published in 1968. Anne Moody is a famous African American Mississippi author who was born in Wilkinson County, Mississippi on September 15, 1940. She was the eldest of nine children born to Fred and Elnire Moody. While growing up in Mississippi, Moody attended a segregated school where she was an outstanding scholar. Moody cleaned houses in order to keep food on the table and clothes on her family members’ backs. In 1961Read MoreAnne Moody s Coming Of Age897 Words   |  4 PagesIn the story, Anne Moody, Coming of Age in Mississippi, Anne known as Essie Mae found out the meaning of racism at a young age and also see or heard what whites do to black people if they did not like what they was doing. She did not know that whites and blacks had their own place to sit and eat or why whites went to one school and blacks went to another . She just assumes that whites went to the school that was close to their neighborhood, but Essie Mae experience her first meaning of segregationRead MoreAnne Moody s Coming Of Age881 Words   |  4 Pagesâ€Å"Moody, Anne. Coming of Age in Mississippi. New York: Dial, 1968. Print.† Anne Moody was a determined, educated, and an inspiring civil rights activist who was born in Gloster, Mississippi. Born on September 15th, 1940-passed away February 5th, 2015 Anne Moody dedicated her life to making the United States a better place for not only African American’s, but pleaded for equality amongst all races as well. Awarded best book of the year in 1969 by the National Library Association, Anne Moody writesRead MoreAnne Moody s Coming Of Age Essay1088 Words   |  5 PagesAnne Moody, a black activist in the twentieth century, wrote an autobiography, Coming of Age in Mississippi, which illustrated how life was like growing up poor and black in the rural south. She wrote i n details of her life living in the racist society and what it meant to be black in the South twentieth century. Readers were able to understand her personal thoughts as well as her memories of the fight growing up in the south and her involvement in the Civil Rights Movement. Moody grew up with aRead MoreAnne Moody s Coming Of Age During Mississippi And Non Violent Vs. Violent Protest For Civil Rights1640 Words   |  7 PagesSamuel Conner Professor M. Du Bois HIST1025-002 October 30, 2015 Dreamers Instead of Leaders: Anne Moody’s Coming of Age in Mississippi and Non-Violent vs. Violent Protest for Civil Rights The American Civil Rights Movement in the late 1950s and 1960s generated massive international following and controversy, which made the movement one of the most important in U.S. history. The movement’s legacy can still be felt today, with the positive aspects, such as voting rights to African Americans and wideRead MoreComing Of Age Throughout Mississippi By Anne Moody1362 Words   |  6 Pages Coming of Age in Mississippi Essay Fredric Stanley HIST 3881 Professor James Conway 7 November 2015 â€Æ' Though we Americans, in all of our efforts, feel as if the day of racism is coming to an end, I feel it is merely evolving into a much more subtle approach. Seeing life through the words of Anne Moody in her book entitled, Coming of Age in Mississippi, shows that racism, even back then, is treated with remedies versus a cure. After the many anti-discrimination legislations passed as well asRead More Coming of Age in Mississippi by Anne Moody Essay examples1005 Words   |  5 PagesComing of Age in Mississippi by Anne Moody   Ã‚  Ã‚  Ã‚  Ã‚  The autobiography Coming of Age in Mississippi by Anne Moody is the story of her life as a poor black girl growing into adulthood. Moody chose to start at the beginning - when she was four-years-old, the child of poor sharecroppers working for a white farmer. She overcomes obstacles such as discrimination and hunger as she struggles to survive childhood in one of the most racially discriminated states in America. In telling the story of her lifeRead MoreComing Of Age Throughout Mississippi By Anne Moody1388 Words   |  6 PagesIn the autobiography â€Å"Coming of age in Mississippi† by Anne Moody known as Essie Mae in the book she writes in great detail the struggles her and other people of her color had to go through in order to gain their rights. From such a young age she saw the differences in the way people of color were treated in comparison to whites, things that no one should go through much less a kid. From the beginning you see that Essie Mae i s such a brilliant kid and all the trials she goes through and the knowledgeRead More Coming of Age in Mississippi Essay example639 Words   |  3 Pages The first main event that I believe led to Anne Moody becoming an activist for Civil Rights was when she was younger, her cousin George Lee was babysitting and he burned down the house in a fit of rage and when Daddy gets home he blames it on Essie Mae (Anne Moody). This foreshadows all of life’s injustices that will be thrown her way. The next time was when she made friends with white neighbors and they decided to go to the movies, Anne couldn’t sit with her friends, she had to sit in the balconyRead More Anne Moodys Coming of Age in Mississippi Essay1127 Words   |  5 PagesAnne Moodys Coming of Age in Mississippi Coming of Age in Mississippi is the amazing story of Anne Moodys unbreakable spirit and character throughout the first twenty-three years of her life. Time and time again she speaks of unthinkable odds and conditions and how she manages to keep excelling in her aspirations, yet she ends the book with a tone of hesitation, fear, and skepticism. While she continually fought the tide of society and her elders, suddenly in the end she is speaking as

William Shakespeare s Hamlet - 1137 Words

At the very beginning Shakespeare could not have been a Catholic even if he wanted to, because Queen Elizabeth I had outlawed Catholicism during her reign. That being said, I can also use quotes and historical facts to solidify my basis of belief that Shakespeare was a protestant either through forced beliefs or in his own beliefs shown in the play. In the play, â€Å"Hamlet†, by Shakespeare there are specific quotes that show certain beliefs that only a Protestant would have. In the very beginning, the Ghost of King Hamlet’s father is spotted by guards. This belief of ghosts only exists in Protestantism vs. Catholicism, the belief that you will have a chance after suicide to go to heaven only exists in Catholicism, and the school that Hamlet†¦show more content†¦These penal laws were strictly enforced and for Shakespeare to even think about putting catholic views in his plays would be suicide. With Shakespeare also wanting to become famous, rich, and keep his pension from the Queen he would have only expressed protestant views in his plays. Even if Shakespeare was a catholic and wanted to express Catholicism in his plays. Then Rome would have gladly opened their doors for Shakespeare. With the amount of amphitheaters in Rome the stage was set for Shakespeare to freely move to Rome if he desired to express Catholicism in his plays. Now for the belief in ghosts, Shakespeare ties in ghosts to the Hamlet story in the very beginning of the play. King Hamlet’s father shows himself to the guards of his kingdom and scares them almost to death. This ghost showed itself twice, â€Å"look where it comes again†, (Act I, scene i) in the form of â€Å"the king that’s dead.† (Act I, scene i) We can trace back the first ghost in the Bible to King Saul and the Medium of Endor. In this Bible Story King Saul has the Medium of Endor summon Samuel’s spirit from the dead to consult him in time of war. Through this story it s hows that Protestants must believe in spirits of the dead, as protestants believe strongly in the scripture of the bible. The very foundation of Protestant theology relies primarily on scripture.

Debeers Case Study/Pov Free Essays

C. Lo April 11, 2013 DeBeers Consolidated Mines Ltd. 1st POV Situation: DeBeers Consolidated Mines Limited (DBCM) occupies a major presence in the diamond industry. We will write a custom essay sample on Debeers Case Study/Pov or any similar topic only for you Order Now Discoveries of diamonds in the late 1800s were pioneered in South Africa, in which DeBeers held a heavy monopoly over. Since then, they have cultivated an impressive track record and leadership position. The Central Selling Organization (CSO) controls and regulates the flow and sale of rough diamonds, and was acquired by DeBeers in the 1930s. Due to a stable economy both locally and internationally, DBCM was the world’s largest producer and distributor of diamonds in late 1998. However, just before the turn of the century, globalization and developments in international markets had affected all industries of business. This enlarged economy attracted and enabled emerging and junior companies to increase mining competition. Demand for this area of commerce became subject to volatility due to market expansion, in addition to the fact that continued existence of such a market was solely linked to disposable consumer income. Problem: The problem at hand concerns the degree of control over rough diamonds and the industry. With increasing market placeholder and pressures from emerging competitors and the attention brought to regulating environmental impact of diamond mines, DeBeers needed to secure their place in the industry and do it without losing significant margins of profit or resources. By 1999, DeBeers Consolidated had a notorious name and major domination of the rough diamond market, with over half of the world’s rough diamonds mined by DBCM, several joint ventures with non-competitors, unparalleled knowledge and assets, and control of over 70 percent of all diamond sales worldwide. DeBeers needed to differentiate themselves from new entrants as well as establish a secure route of long-term control over their precious commodity. Cause: As previously mentioned, the turn of the century experienced increasing globalization of the marketplace for not only diamonds, but also all other commodities. This had both positive and negative effects on business. Centralizing focus on the aspects that raised concern were the unfamiliar position of vulnerability in a market DeBeers had dominated for years, as well as the demolition of barriers to entry that existed prior to the market expansion. Remarkably, the aging diamond industry actually produced increases in the prices and value associated with diamonds. Clever promotional and marketing campaigns were the major source of both domestic (U. S. ) and international success in the sincerity and symbolism of what a diamond represented – love. Though DeBeers essentially pioneered the entire culture and reputation of the diamond, the legwork was already done for emerging and junior companies trying to get in on the train of success and profit that DeBeers had trekked alone on for nearly a century. Uncertainty of demand with such an increase in possible demand location made for rising concern over the control DeBeers had been used to. Alternative Solutions: 1. The first solution is to continue with what they are doing presently. Without suffering significant losses and without any real singular threats in the realm of competition, DeBeers could exist and continue to be the dominating presence in the diamond industry with their extensive track record and what one asset that no company or amount of time could take away from them – their name. The brand of DeBeers has been generated over years through being in business as the industry leader, through upholding the position of premier diamond resourcer both in domestic and international markets, and for coining the creation and reputation of what the diamond represents is infallible. Continuing on this road with their secured allies, assets and realm of control is more than enough to keep their company a household name. 2. The second solution is to simply repeat history. In the past, when presented with a threat like that of the discovery of mines in Siberia, DBCM dipped into their comfortable cushion of finances and bought up all inventory from Russia. This way, DeBeers kept relatively complete control over the diamonds, and swiftly eliminated any possibility of an environmental industry threat toward their future profits, resources or market share. To be straightforward, DBCM decided to follow a motto of â€Å"rather than compete, make sure to make threats obsolete. † Along the same lines, DeBeers also has a history of making alliances for their monopolistic enefit. In the event of mining resources in Botswana, Africa, government 15 percent share was made in DeBeers in 1969. The government licenses that DBCM had compiled over time gave them necessary access and authority to set mining firms in a country where mining availability was plentiful, but availability of entry and control like that of what DeBeers had generated, was not. 3. The thir d solution is to liquidate those assets or areas of the company where industry benefit was incomparable to the kind of revenue that the retail and raw diamond sectors brought in. For example, we will turn to what the present economies of countries where DeBeers has a hand in the market, and what the future of those economies looks to be. Asia, China specifically, has a stable economy with the potential for continuous growth, and a future of prosperity where the DeBeers marketing campaigns could be highly successful. With a consumer-base that is likely to have the disposable income to spend on commodities like diamonds, it may be wiser to concentrate efforts in Asia. On the other hand, both the present and future state of the euro is volatile. With such a great deal of uncertainty, it may be conducive in the long run to pull out of the European market, or at least in areas of the market where the future of currency is vulnerable to a decline in value. Decision: The best alternative solution would be the third, to move away from markets where the economic state is either currently or heading towards instability, and to move toward those markets where the state of the economy is growing with promise for future stability. In comparison to the other alternatives, the third is more practical. Because uncertainty and volatility are the very aspects causing concern over the best course of action to be taken, the third solution actually takes action and implements both the opportunity for high risk and high reward. Pulling out of a market is not a move that DeBeers is used to, however, finding themselves in a sinking economy where losses could be more detrimental the longer they try to hold on could cause a major financial upset. Similarly, acquiring inventory or means of control over resources or markets does not necessarily mean the facilitation of revenue. Though giving up market control in one country would mean freeing up space for competitors to gain control and so forth, profit, DeBeers can focus their energy on generating revenue in growing economies, and making their presence in those financially-stable countries that much stronger. Action Plan: Stakeholders, specifically shareholders who may have been originally attracted to invest in DeBeers due to their massive scope of control over the diamond industry, may not be welcoming to the idea of forfeiting control in some markets, however if they choose to stay on board, a year or two of focused campaigning and profit-generating in countries with growing economies can give them peace of mind. One way of keeping those control-driven shareholders on board with the idea is to share financial forecasts. Breaking the plan down into parts where stakeholders can visually see where costs will be cut, where assets will be allocated, and where revenues will be made could facilitate trust and loyalty to the go with this third alternative solution. Assembling a team to do just this would be the first step in assuring stakeholders that it would be in their best interest to keep with DeBeers. This team would also be responsible for detailing DBCM’s annual 10K so as to keep financial stakeholders in the know of capital-related progress. Success would be determined by not only profit margins, but visualization of presence in these growing markets. If DeBeers has the ability to build more locations that generate community recognition and acceptance, it will show that planned focus in concentrated areas can be beneficial. References: http://www. businessinsider. com/history-of-de-beers-2011-12? op=1 http://www. bloomberg. com/quote/DBR:SJ http://hbr. org/product/de-beers-and-the-global-diamond-industry/an/905M40-PDF-ENG http://www. studymode. com/subjects/de-beers-consolidated-mines-page1. html http://www. slideshare. net/packetsdontlie/analysis-of-debeers How to cite Debeers Case Study/Pov, Free Case study samples

Shakespeare Uses Literary Techniques to Convey His Message of Appearance vs. Reality free essay sample

Which is true, we assume that the way people appear to be that’s just the way they are, which is a false justification. We can use the example of the idiom â€Å"Don’t judge a book by its cover†. Unless you know the content of the book, you should not prejudge its worth by the outward appearance. We can use this analogy to understand Appearance vs. Reality. Appearance answers the question â€Å"the way things are â€Å"while Reality answers the question â€Å"how it is†. A great way to understand Appearance vs. Reality is through William Shakespeare’s Hamlet. Hamlet explores the story of a young prince named Hamlet who is devastated by his father’s death and is driven to avenge his death. From this point forward, the theme of Appearance vs. Reality is introduced. The characters in Hamlet frequently place disguises which hid their true intentions. In order to successfully reveal Appearance vs. Reality, Shakespeare uses literary techniques to convey his message. Shakespeare uses literary techniques to successfully reveal inauthentic relationships. Shakespeare does this by using an allusion to compare family members in Hamlet to each other. For instance in Act 1, scene 2 after members from court leave, Hamlet exclaims his anger on the hasty marriage between Gertrude and Claudius, Hamlet does this by comparing Claudius to the late king So excellent a king that was to this Hyperion to a satyr†¦. Than I to Hercules (William Shakespeare’s â€Å"Hamlet† 1. 2. 139-40). This quote demonstrates with the use of allusion Hamlets disgust with Claudius. Hamlet alludes to both Hyperion and satyr stating how excellent the late king was vs. Claudius. In addition, Shakespeare uses personification to reveal the inauthentic relationship between Gertrude and Hamlet. For instance in Act 1 scene 2 when Hamlet states Frailty thy name is women(1. 2. 6). This quote demonstrates with the use of personification Hamlets true feelings towards Gertrude and women in general. Even though it may appear that Hamlets truly sympathetic for Gertrude through his thoughts usually preoccupied with her; he expresses his ultimate disgust for women. Additionally, Shakespeare also uses a pun to reveal the inauthentic relationship between Hamlet and Ophelia. Although Hamlet in the beginning was deeply in love with Ophelia, like his mother he disregards and belittles women. In particular in Act 3, scene 1 while talking to Ophelia, Hamlet uses the pun Get thee to a nunnery (3. 1. 6). This quote demonstrates Hamlets insight on women. Even though, Hamlets statement seen as ironic stating the word nunnery which can be referred to as a brothel or convent. We know Shakespeare meant it as a brothel, when Hamlet rants about womens use of makeup. Shakespeare uses literary techniques to successfully reveal Morality. Shakespeare does this by using an antithesis to discuss the value of life and mystery of death. An example is in Act 3, Scene 1 when Hamlet is questioning whether to live or die. He states â€Å"To be or not to be, whether tis nobler in the mind to suffer (3. 1. 56-90). This quote demonstrates with the use of antithesis, Hamlet’s ongoing battle with life and death. Hamlet stresses the words â€Å"To be† in opposition â€Å"or not to be† in expression of living or dying. Through this example that the whole play is â€Å"structured to choose either one action over another† In addition, Shakespeare uses a synecdoche to reveal morality through Hamlet’s doubt. For instance in Act 1 Scene 2 after both Claudius and Gertrude leave court, Hamlet asks himself â€Å"O that this too too solid flesh would melt Thaw and resolve itself into dew! Or that the Everlasting had not fixed’d His canon gainst self-slaughter! † (1. 2. 129-59). In this example Shakespeare uses â€Å"flesh to represent physical life; while Hamlet’s flesh melting, thawing and resolving itself into dew as a metaphor for dying† (). Additionally, Shakespeare uses an aphorism to reveal morality through deception of a character’s appearance. For instance in Act1, Scene 3 when Polonius gives advice to Laertes, he states â€Å"To thine own self be true, and it must follow, as the night the day, Thou canst not then be false to any man† (1. 3). This quote demonstrates with the use of an aphorism how to be true to oneself. Shakespeare uses this quote to embody the general truth of deceiving others. However, we know that that Polonius is giving this advice to appear as a caring and loving father when in reality Polonius is just â€Å"full of words†. Shakespeare uses literary techniques to successfully reveal Criminal Activity. Shakespeare does this by using an analogy to explain the strange, foul and unnatural murder in the state of Denmark. In particular, in Act 1 scene 5 when the late king is stating how he was murdered he states â€Å"Murder most foul, as in the best it is; But this most foul, strange and unnatural. (1. 5). This quote demonstrates with the use of an analogy the comparison between foul and murder. This analogy of foul is used to describe the type of murder that was committed. The comparison is used as a tool to reveal the criminal activity going on in Elsinore castle. In addition, Shakespeare uses dramatic irony to reveal criminal activity through the central idea or message o f Hamlet. For example in Act 3 Scene 4, when Hamlet and Gertrude are finished talking and Hamlet states â€Å"This man shall set me packing. I’ll lug the guts into the neighbour room† (3. 4). This quote demonstrates with the use dramatic irony the secrecy of murder. Shakespeare shows us that Hamlet hates deception and craves honesty, yet he is the character who uses deception as a necessary part of life (). Hamlet is a character that while giving advice to his mother cannot follow his own. Lastly, Shakespeare uses theme to explain criminal activity. For explain, in Act 5, scene 2 while Laertes is fencing Hamlet, Laertes is stabbed by his own blade. Laertes states â€Å"I am justly killd with mine own treachery. † (5. 2). This quote demonstrates with the use of theme the validity and usefulness for revenge. Shakespeare discusses through this example of Laertes if revenge is pointless, since Laertes plan backfired on himself. Shakespeare uses literary techniques to successfully reveal Madness. Shakespeare does this by using allusion to explain the cause of Hamlet’s madness. For instance in Act 2, scene 2 While Polonius and Hamlet are conversing Hamlet states â€Å"He knew me not at first; he said I was a fishmonger: he is far gone, far gone: and truly in my youth I suffered much extremity for love; very near this† (2. 2. 8) . This quote demonstrates with the use of allusion the characterization of Polonius as an â€Å"old tedious fool†. Polonius is convinced that Hamlet is mad for calling him a â€Å"fishmonger†. While in fact, Hamlet is mocking him while playing the part of an antic. . In addition, Shakespeare uses imagery to reveal Madness through Hamlet’s antic disposition. An example is in Act 3, Scene 4 when Hamlet denies to Gertrude that he is mad to. Hamlet states â€Å"Ecstasy! My pulse, as yours, doth temperately keep time, and makes as healthful music: it is not madness that I have uttered: bring me to the test,† (3. 4). This quote demonstrates with the use of imagery Hamlet’s antic. Shakespeare uses the imagery healthful music to explain to the audience true morality. Nevertheless, the complexity of Hamlet’s mental state is what compels the audience to believe in in Hamlet’s madness. Additionally, Shakespeare uses an analogy to reveal Madness through Hamlet’s compelling madness. For instance in Act 3, Scene 4 when Hamlet sees the ghost Gertrude questions if it’s a figment of his imagination. Gertrude states â€Å"Forth at your eyes your spirits wildly peep; And, as the sleeping soldiers in the alarm, your bedded hair, like life in excrements,† (3. 4. 40-142). This quote questions whether or not Hamlet’s madness is real or feigned. Previously, we understood Hamlet’s madness as feigned while talking to Polonius. However, while talking to Gertrude, Hamlet’s mental state is compelling to believe he has truly gone mad. Thus, Shakespeare uses literary techniques to convey his message of Appearance versus . Realit y. Shakespeare conveys his message by using literary devices to explain the characters inner conflict on identity while dealing with problems such as morality, inauthentic relationships, madness and criminal activity. This is why Shakespeare introduced the theme of Appearance vs. Reality in order to open our minds to consider how the characters are seen. Works Cited Analysis of the Two Main Hamlet Soliloquies: Understand Whats Going on in Shakespeares Famous Play. Bright Hub Education. N. p. , n. d. Web. 12 May 2013. Antitheses or Contrasts or Oppositions. Antithesis. N. p. , n. d. Web. 12 May 2013. Bevington, David. Murder Most Foul: Hamlet Through the Ages. N. p. : Oxford UP, 2011. Print. Cline, Austin. Appearance vs. Reality. Appearance vs. Reality. 2013 About. com. , n. d. Web. 12 May 2013. Hamlet. SparkNotes. SparkNotes, n. d. Web. 12 May 2013. Hamlets Puns and Paradoxes. Hamlet Navigator: Hamlet: His Puns and Paradoxes. N. p. , n. d. Web. 12 May 2013. Shmoop Editorial Team. Hamlet Theme of Lies and Deceit Shmoop. com. Shmoop University, Inc. , 11 Nov. 2008. Web. 12 May 2013. The Relationship between Hamlet and Gertude. More Matter Jamie. N. p. , n. d. Web. 12 May 2013. Transition Words . ? A? A? A Complete List of English Connecting Words. N. p. , n. d. Web. 12 May 2013.

Moon Essays (355 words) - Observational Astronomy, Lunar Phase, Moon

Moon Conclusion on the Moon Watch When I first got this assignment I was thinking I am never going to be able to do this every night for a month. I surprised myself once again. This class has made me doubt myself many times but I always seem to pull myself up to do it. I believe I did very well on this experiment and I achieved the purpose. I got finished and I even added some color. One problem I encountered was not being able to see it because of the trees in my yard. I had to drive a mile up the road to even see the moon. I found it and put down my data. The second problem I encountered was getting everything about the moon everyday. Some days were harder because I missed looking at the moon but I got with other students and I got my information (Without copying someone's data). The third problem was the different times that I had to see the moon. One was earlier in the evening and the moon wasn't there after nine o'clock, some weren't visible until nine thirty, and once, I couldn't see it until the morning. It was just a little hard figuring out what time the moon was going to be visible. This application can be used by actually anyone. We as students can use it to see where the moon is to the earth and where the sun is. Fisherman and Mariners can use the moon watch to know when the fishing is good and when there's high tide and low tide. Researchers can watch the moon phases and watch the different types of craters and valleys and basins there are on the moon. The marks on the moon don't change but the same marks don't show up every night. So far I have liked this experiment the best. I have always been interested in the moon and I loved the opportunity that I have had to watch the moon. I learned something new again and it was fun thanks for picking this experiment. I really love this class. Science Essays